Crítica curricular ao novo ensino médio

um relato discente da rede pública estadual de Santa Catarina

Abstract

This article seeks to offer a critical contribution to the debates surrounding the new system of secondary education in Brazil, focusing on the perspectives of students from the state public school of Santa Catarina. Using semi-structured interviews as a data collection technique and adopting participatory research as a method, the study presents results outlined in a dissertation manner, incorporating the students' literal statements to provide an authentic expression in relation to the main curricular changes in High School. Furthermore, the article is based on data, statistics, educational laws and journalistic reports to enrich the interviewees' narratives. The results reveal students' dissatisfaction and frustration in relation to the current High School model, especially with regard to their expectations for entering Higher Education. Referencing their own school experiences, the interviewees highlight a series of flaws and contradictions in the new system of secondary education, emphasizing that the current curricular model does not adequately prepare them for the Exame Nacional do Ensino Médio (ENEM) and for entrance exams at universities such as UFSC and UDESC. Furthermore, they emphasize that the New High School curriculum document in Santa Catarina does not meet its objectives, given the limitations inherent to the functioning of their school. Based on the students' speeches, we conclude, therefore, that the High School Reform not only reflects the social and political contradictions existing in Brazil, but also deepens the problems inherent to the national educational system.